EDC 484 Collaborative Projects - What Can We Contribute?
What is collaboration? (Wordle map) Spring 2012 Projects Due: May 4th
Introduction
During EDC 430, students contribute to URITK by completing individual assignments such as his or her teaching rationale, reflective journal, and unit plan. The purpose of doing this work in a semi-public setting was to contribute to an enduring collection of knowledge around science teaching in Rhode Island. This spring, we will extend our collaboration by working in groups to contribute something of value for ourselves and other URI science education students. This type of assignment, where students choose their contribution based on their own creativity and achievement standards, is a cornerstone of an engaging approach to learning sometimes called "Project-Based Science."
Beginning in the spring of 2011, some students extended their community contribution to the wider community of RI Science Teachers. In the spring of 2012, we focused our efforts on developing mini-tutorials that teachers could use to support students either in class or at home. Ideally, each tutorial was produced in at least two different languages with the goal of engaging students who might struggle in science, such as English Language Learners.
In 2013, we will take up the challenge offered by Tyler DeWitt to have our student "Just Tell a Story (Note:Tyler's Youtube Channel) ." Hopefully, these "stories" will be shareable across the state and help more student understand and enjoy science.
Objectives:
Create a community resource by applying your creativity, teaching skills.
Explain and justify your contribution.
Experience designing "Project-Based" learning.
Develop a resource that teachers and students can use to a science concept that might be difficult to understand otherwise.
Project Stages
Understand problem parameters. - What type of contribution would you like to make. What will be your EDC 484 legacy?
Brainstorm solutions. - Combine your ideas with those of others. Extend each other's reach and vision.
Divide into sub-teams: What do we need to do to pull this off?
Develop some prototypes. - Prepare to present your idea to your classmates.
Implement our context with students at your school.
Overall, many schools expect students to be able to take notes, stay organized and study in order to do well in school. The problem is that this is the "ideal" student, not the "real" student... If you are wondering, this includes the student teacher too!
Note taking and organizational skills for students AND TEACHERS!
Teaching the writing process in a science class can be challenging. This step by step guide shows an effective way of guiding your students through the process of a five paragraph essay.
Including Inquiry in your classroom can be difficult. Finding tasks that are inquiry driven can be a challenge. True inquiry inclusion in the classroom can be rewarding if implemented correctly.
Review games are a fun and engaging way for students to review material for an assessment. After reviewing, students will determine what they already know and more importantly, what they need to study more.
Templates and resources for review games in the classroom
What is collaboration? (Wordle map)
Spring 2012 Projects Due: May 4th
Introduction
During EDC 430, students contribute to URITK by completing individual assignments such as his or her teaching rationale, reflective journal, and unit plan. The purpose of doing this work in a semi-public setting was to contribute to an enduring collection of knowledge around science teaching in Rhode Island. This spring, we will extend our collaboration by working in groups to contribute something of value for ourselves and other URI science education students. This type of assignment, where students choose their contribution based on their own creativity and achievement standards, is a cornerstone of an engaging approach to learning sometimes called "Project-Based Science."Beginning in the spring of 2011, some students extended their community contribution to the wider community of RI Science Teachers. In the spring of 2012, we focused our efforts on developing mini-tutorials that teachers could use to support students either in class or at home. Ideally, each tutorial was produced in at least two different languages with the goal of engaging students who might struggle in science, such as English Language Learners.
In 2013, we will take up the challenge offered by Tyler DeWitt to have our student "Just Tell a Story (Note:Tyler's Youtube Channel) ." Hopefully, these "stories" will be shareable across the state and help more student understand and enjoy science.
Objectives:
Project Stages
Evaluation/Assessment
Project Descriptions
(you and them!)
Point mutation
Our portuguese punnett squares with speedy gonzales.